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Colección Propuestas para el aula

Colección destinada a docentes, integrada por un conjunto de cuadernillos que presentan actividades correspondientes a las distintas áreas disciplinares y a los distintos ciclos de enseñanza.

    Recursos de Lenguas Extranjeras

  • The foreign language as a transversal content

    Content-based approaches. A cross-curricular approach.

  • Foreign language acquisition and learning

    Different perspectives. Language learning in the classroom. Factors at play in effective acquisition and learning

  • More of the same: why learn more English?

    Learning useful things for today and tomorrow.

  • A task-based content-based approach with second level EGB 3 learners

    Choice of topics, activities and text types. A learner-centred curriculum.

  • Interlanguage

    Developmental errors, variability. Are errors inevitable? Interference. Input. Different contexts of acquisition and learning. Reflection on language, correction and systematisation.

  • Materials

    Sources and resources, textbooks, ancillary materials. Motivating learners through challenging materials.

  • Personal factors in language learning

    Cognitive, learning and communicative styles and strategies. The development of autonomous learning. Here we are again. This time we’ll try to focus on how much the individual learner brings into the language learning task. If you remember, in Chapter 1 we anticipated a number of issues relating to the extent to which teaching and learning are often indirectly related, and that this may be due to personal and experiential factors the learner brings along with him/her.

  • An optimal (functional) sequencing

    This chapter will allow us to look at some issues that were discussed in the first series of chapters,1, 2 and 3, which are concerned with acquisition and learning.

  • A task-based approach

    Activities, materials, group dynamics. The steps of the lesson. In our previous chapter we explored the main tenets of English as a transversal content, and, as such, the degree of relevance of FL materials, texts, task types, topics and the like. In this chapter we’ll be looking at some of those aspects in detail.

  • Stumbling blocks in the learning process

    The plateau predicament. Fossilisation and variability. Reflecting on errors. Correction. Teacher intervention. This chapter will allow us to look at some issues that were discussed in the first part of this booklet, in particular Chapter 2, which is concerned with interlanguage.

  • More on text types

    Web-based and multimedia texts. Hypertext. Linearity v. hierarchy and threads. Learnability. In this chapter we will be focusing on new text types, typically those related with the web.

  • Planning a unit of work

    Identifying needs, topics and interests. Grading linguistic material. Hello! This chapter will focus on planning a unit, and the dilemmas and doubts. OK?

  • Multiple intelligences at schools

    Implications for language learning. You might have heard about Gardner and the theory of "multiple intelligences"."

  • TBL Framework

    Pre-task phase, Task cycle, Language Focus.Hi! How are things with you?

  • Building learner autonomy

    Strategic competence. Communication strategies. Learning to learn. In this chapter we will try to examine how ‘strategic competence’ –the ability to solve communication problems despite an inadequate command of the linguistic and sociocultural code– can contribute to the development of an overall communicative competence.

  • Linguistic skills and communicative abilities

    The development of the four skills. The asymmetry between reception and production. Hi! How are things with you? Still surviving in spite of everything?

  • Knowledge previous to the learning task

    Verbal and non-verbal images as factors in language learning success. Earl Stevick presents an interesting working scheme to relate how we perceive the world and the skills and processes to acquire and learn a foreign language. This working scheme is based on the notion of "image".

  • Reading

    Scanning and skimming. Top-down and bottom-up approaches. Hello. How are you getting on? We’re sure you’ll find this new chapter very interesting, and we hope our suggestions will be useful to you.

  • Process writing

    Portfolios. Self-correction. Peer correction. Hiya!, as they say in some parts of Britain. We’ll be busy writing busily this time. Excuse the reiteration, but sometimes it serves a purpose when we write.

  • Reflective teaching

    Collecting data. Keeping diaries and writing portfolios. Collaborative teaching. In this chapter we will be looking at ways in which it is possible to reflect, become aware and hence improve on our own teaching ourselves.

  • Evaluation and assessment

    Process and product assessment. Hello! We’re about to close these pages on Level 1.